“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement

Perkins, Linda M.

doi:10.5323/jafriamerhist.100.4.0721

Cited by 15 publications

(7 citation statements)

References 8 publications

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“…In other words, there was no difference between black women's and men's perceptions of their college campuses, and how these perceptions influenced their racial self-consciousness. This finding differs from the narrative that black women and men face dissimilar gender-based issues at US colleges and universities (Brooms, 2017;Perkins, 2015;Smith et al, 2007;Smith, Hung, & Franklin, 2011;Szymanski & Lewis, 2016). Findings in the current study suggest that black women and men face the same type of racism, which is problematic because it minimizes the complexity of racism and excludes gendered racism.…”

Section: Limitationscontrasting

confidence: 95%

“…Findings in the current study suggest that black women and men face the same type of racism, which is problematic because it minimizes the complexity of racism and excludes gendered racism. On the other hand, there are gendered differences in the ways in which men and women experience racism on campuses (Brooms, 2017;Perkins, 2015;Smith et al, 2007;Smith et al, 2011;Szymanski & Lewis, 2016). To study these gender differences, future research examining the impact of campus climates on black college students' racial self-consciousness could create separate models based on gender to examine how campus climate triggers black women and men college students based on their gender.…”

Section: Limitationsmentioning

confidence: 99%

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"Triggers": systematic and social cues for black college student racial self-consciousness and rejection sensitivity, race-based.

Luney¹

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, 2002) and racial selfconsciousness (Clark & Clark, 1939). Research shows that black students perform worse academically when they display high levels of race-based rejection sensitivity and racial self-conscious levels (Brannon & Taylor, 2015; Clark & Clark, 1939; Koehler & Skvoretz, 2010), and feelings of racial self-consciousness or rejection sensitivity stem from discriminatory and prejudicial experiences. However, research has not fully connected the broader context surrounding black students in college to their high levels of anxiousness and their academic performance. The current study addresses how the college environment can influence black students' racial self-conscious levels by examining four campus climate-related processes of race-based rejection sensitivity: perceptions of racial discrimination, perceptions of institutional commitments to racial diversity, perceptions of racial separation on campus, and perceptions of black student iv visibility. Additionally, this study considers how colorism may influence race-based rejection sensitivity and racial self-consciousness among black students, and how students' worldview in relation to other blacks may shape their college experiences. Through analyses of data collected as part of the National Longitudinal Survey of Freshmen, the current study utilizes ordinary least squares regression, means comparison, and binomial logistic regression analyses to identify how the aforementioned factors trigger black students' racial self-conscious levels during college.

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Section: Limitationscontrasting

confidence: 95%

Section: Limitationsmentioning

confidence: 99%

"Triggers": systematic and social cues for black college student racial self-consciousness and rejection sensitivity, race-based.

Luney¹

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“…They caution scholars to not be complicit in the same loop of erasing critical intersections to privilege homogeneity. They suggest researchers and practitioners be free to explore more intersectional complexities, while also celebrating the many queer Black women who have made much of our practical and intellectual advancements in student affairs (see Lindsey, 2017; Perkins, 2015) and higher education possible. Chapter 7 authors grappled with their own lived experiences of a global health pandemic in the midst of an on‐going racial violence epidemic.…”

Section: The Contributing Workmentioning

confidence: 99%

Emancipatory praxis for Black women in the 21st century

Croom,

Smith

2023

New Drctns for Student Srvcs

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Synthesizing the contributions in this issue, the authors with expertise as tenured faculty and student and academic affairs administrators offer radical, yet timely implications for practice intended to contribute to the emancipation of Black women at all levels in higher education. In so doing, these authors (re)imagine an academy that responds more judiciously to the material needs of Black women moving into the next twenty years.

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“…Black schools were run down, had little to no supplies due to massive underfunding by the state (Bell, 2004), outdated textbooks, and students often had to travel long distances to get to school without transportation (Goldstein, 2014, Perkins, 2015. Despite the horrors of segregation, Black teacher associations and movements approached teaching as a relational community responsibility and built coalitions to fight the inequity that was considered lawful at the time (Perkins, 2015. Meanwhile, white educators, mothers, and parents worked together as well to keep the gardens of segregation maintained instead of overhauled (McRae, 2018).…”

Section: Historicizing the Problemmentioning

confidence: 99%

Nice White Teacher: How Niceness and Whiteness Prevent Antiracist Pedagogy in the Classroom

Ruby¹

2022

Proceedings of the 2022 AERA Annual Meeting

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even though our official study ended, I still like that we meet and talk and enjoy hearing how you are building your communities in the circles of influence. I am happy to know all of you and that I can call you all friends.Lastly, thank you to my loveable dog, Ben, for your patience, for taking fewer walks this past year, and for standing guard at the office door to save me from all those rustling leaves. Thank you to my cats, Sadie and Zatara, for demanding I take breaks by sitting on me or my computer until the proper number of pets was given. I may not have human children, but you three are the closest I have to babies, and I love you very much.Thank you to every teacher, student, colleague, peer, and friend that came alongside me on this doctoral journey.To future readers and postgraduate students, I wish you all the best, and I promise that while this doctoral journey may be all-consuming and lonely, it is doable. I also recommend finding your people and your community. They will keep you grounded and help you cross the finish line. Plus, you make many meaningful friendships that bring light and joy to your life and will stay with you long after finishing the work.

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“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement

Cited by 15 publications

References 8 publications

"Triggers": systematic and social cues for black college student racial self-consciousness and rejection sensitivity, race-based.

"Triggers": systematic and social cues for black college student racial self-consciousness and rejection sensitivity, race-based.

Emancipatory praxis for Black women in the 21st century

Nice White Teacher: How Niceness and Whiteness Prevent Antiracist Pedagogy in the Classroom

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